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Zonder onderwerpscode: wereldeconomie, ontwikkelingsproblematiek

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The author implements several inequality decomposition methods to measure the extent to which total household income disparities can be attributable to sectoral asymmetries and differences in skill endowments. The results show that at least half of total household inequality in Mexico is attributable to incomes derived from entrepreneurial activities, an income source rarely scrutinized in the inequality literature. He shows that education (skills) endowments are unevenly distributed among the Mexican population, with positive shifts in the market returns to schooling associated with increases in inequality. Asymmetries in the allocation of education explain around 20 percent of overall household income disparities in Mexico during the 1990s. Moreover, the proportion of inequality attributable to education endowments increases during stable periods and reduces during the crisis. This pattern is explained by shifts in returns to schooling rather than changes in the distribution of skills. Applying the same techniques to decompose within-sector income differences, the author finds that skill endowments can account for as much as 25 percent of earnings disparities but as little as 5 percent of dispersion in other income sources.

Household income --- Income --- Income differences --- Income disparities --- Income Inequality --- Income source --- Income sources --- Incomes --- Inequality --- Inequality decomposition --- Macroeconomics and Economic Growth --- Policy Research --- Poverty Impact Evaluation --- Poverty Reduction --- Rural Development --- Rural Poverty Reduction --- Services and Transfers to Poor --- Social Protections and Labor

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A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes.

Education for all --- Education gender & education --- Gender --- Information --- Primary education --- Randomized control trial --- RCT --- Returns to education --- School performance --- Secondary education --- Tertiary education

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This volume introduces the gender dimension in the empirical analyses on the links between trade and poverty. Gender disparities, an important component of overall inequality, may limit the gains from trade and the potential benefits to poor people. This view is supported by the robust finding that while growth (as well as the gains from trade) is the major vehicle of lifting people out of poverty, it is more likely to be pro-poor when initial inequality is low. High inequality directly lowers the rate of poverty reduction by hindering growth.Ample evidence shows that, in spite of recent

Social problems --- Sociology of the family. Sociology of sexuality --- Economic relations. Trade --- Developing countries --- Senegal --- Ghana --- Uganda --- Honduras --- Sex role. --- Poverty. --- Commerce. --- Trade --- Economics --- Business --- Transportation --- Destitution --- Wealth --- Basic needs --- Begging --- Poor --- Subsistence economy --- Gender role --- Sex (Psychology) --- Sex differences (Psychology) --- Social role --- Gender expression --- Sexism --- Traffic (Commerce) --- Merchants --- Gender roles --- Gendered role --- Gendered roles --- Role, Gender --- Role, Gendered --- Role, Sex --- Roles, Gender --- Roles, Gendered --- Roles, Sex --- Sex roles

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Based on an RCT, we evaluate a scholarship program in Mexico (PROBEMS) aimed at improving graduation rates and test scores among upper secondary school students from poor backgrounds. We find that, on average, the program has no impact either on graduation rates or on Math and Spanish test scores. We point to two possible reasons for this failure: a. the program was badly targeted, with many of the recipients being from less disadvantaged families than intended; b) the prior academic achievement of those eligible was often insufficient for completing successfully the academic requirements of upper secondary school. This points to accumulated achievement deficits that could be addressed by interventions targeting learning at an earlier stage.

Zonder onderwerpscode: economie